Browsing by Subject "Systematic review"

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    Do executive functions predict physical activity behavior? A meta-analysis
    (BioMed Central Ltd., 2023-02-02) Gürdere, Ceren; Strobach, T.; Pastore, M.; Pfeffer, I.
    Background Executive functions (EFs) are important determinants of health behaviors. In the present study, a metaanalysis was conducted to investigate the relationship between EFs and physical activity (PA) behavior. Methods Systematic searches were carried out in PsycInfo, MEDLINE, and SPORTDiscus databases throughout April 2021. Prospective empirical studies conducted with general healthy populations across the lifespan, which reported the relationship between baseline EFs and later PA behavior were selected. Results Eight studies were found eligible. Results of the multilevel meta-analysis revealed a small but significant total effect size for EFs on PA behavior of z = 0.12. High heterogeneity was observed among studies. When potential moderators were tested, residual heterogeneity remained significant and the effects of the moderators were not significant. The effect size dropped when accounted for publication bias. Conclusions Despite limitations, the study provided evidence for EFs’ determinant role on PA behavior. More research is however encouraged to inform PA promotion programs that are well-prepared for individual differences in EFs.
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    English learners’ motivation in higher education programs: instructional and personal correlates
    (2021-01) Aydın, Görkem
    This study investigated the motivational factors linked with English language learning motivation in higher education. A systematic review (Study 1) aimed to clarify the complexity of conceptualization and operationalization of motivational concepts in L2 learning in the literature of the English for Academic Purposes (EAP) program and English Preparatory Program (EPP) contexts, and their relation to educational correlates. A prospective study (Study 2) investigated the relation of students’ motivational experience at the beginning (T1) of an eight-week course in EPPs to their academic buoyancy at the end of the course (T2) and achievement in the final exam (T3). In-depth systematic review (Study 1) of 30 articles showed that only 16 articles defined motivation clearly and consistently with a motivational theory, that there was consistency between definitions and measures of motivation in only 17 articles and that there were weaknesses in the methodology of the reviewed studies. Study 2, with 267 students revealed through SEM that students’ T1 need frustration predicted negatively T1 autonomous and positively T1 controlled motivation, which, in turn, predicted positively and negatively, respectively, T2 academic buoyancy. T1 need satisfaction related positively to T2 academic buoyancy. Finally, T2 academic buoyancy mediated the relation between students’ need satisfaction and final achievement while controlled motivation was also negatively related to final achievement. The results of both studies were discussed in terms of improvements of instruction and curriculum changes in EAP programs and EPPs.